POEM AS A TOOL FOR THE PEDAGOGICAL PRACTICE OF PORTUGUESE LANGUAGE TEACHERS IN ELEMENTARY EDUCATION

Abstract

This study proposed to understand the relevance of using poems as a tool for pedagogical practice for teaching Portuguese in elementary school, based on case studies carried out in Tefé-AM. In the final years of elementary school, the difficulties presented by students in carrying out reading and writing activities were observed, as well as the barriers faced by some teachers in working with different textual genres. The research was based on a bibliographical review for data analysis and interpretation, observing a qualitative approach, with participant observation techniques, didactic sequence, questionnaire application for teachers and students, focus group and poem textual production workshop. The result of the work found factors that interfere in the work with the poem textual genre. It can also be stated that the search for innovative methods and techniques for working with these genres has been relevant for students' learning in teaching reading and writing. Thus, the use of poems in Portuguese language teaching contributed to pedagogical practice and student learning.